A School Is a School Is a School: It’s time to rethink Educational Designations

The landscape of education remains fragmented by labels that have long outlived their usefulness for the vast majority of us. These designations often serve more as cultural signifiers and reinforce socioeconomic divisions and an oft not talked about, caste system. The designations have a meaning in the law, public vs non public schools, but even that may need to be looked at like a policy dinosaur..

If for no other reason than moral progress, it needs to end.

The designations of public, private, and religious schools are artificial barriers that divide our educational system to the benefit of the wealthier among us. These distinctions have been made erroneously synonymous with quality, a well known phenomenon we continue to feed with this language. What’s independent school Math and how does it differ from public school Math? It’s time to reconsider what the word “school” truly means and strive for an inclusive definition that serves all students and honors the educational process in our rapidly changing world.

The Problem with Labels

The current system allows for a separation that benefits those with means, enabling them to opt out of policies they disagree with while still accessing public funds. This does little more than perpetuate inequality and undermines the foundational principle that education should be a public good accessible to all. We saw this no clearer than during the widespread Covid public school lockdowns. People spoke often about the ability of private schools to be open, but it is much easier to institute safety protocols like six foot distances when your classes top out at 14-16.

Source : NAIS-DASL (full report here)

It could also be seen as something of a boon when the government also provides a large infusion of cash during this time.

Source: The NY Post

Public Schools: Underfunded and Willfully Neglected

Public schools, which form the backbone of our education system, are often underfunded and face challenges that wealthier institutions can more easily avoid. The vast majority of school aged children in the United States attend public institutions, this should count for something.

I often wonder, as a special education teacher myself, why wouldn’t schools with more resources be used to teach children with the most need? The reliance on local taxes creates disparities between districts, leaving students in less affluent areas at a systemic disadvantage.Taxes many private schools do not pay, because while they may have endowments and charge tuition they are legally classified as non profits and do not pay property taxes. We hear much more about this in the realm of higher education. Davarian Baldwin’s book, In the Shadow of the Ivory Tower talks about this at length with great detail. Non-public k-12 have taken their cues, and arguments, from higher ed.

Private Schools: Access and Accountability

Private schools’ cache, apart from the tax bracket of the majority of their students’ parents, is in part tied to their ability to circumvent the accountability measures imposed on public institutions. The refrain is constant, they produce results because of the autonomy they enjoy. NY has tried to institute accountability measures in NY. It did not go well.

Despite this, many receive public funding, blurring the lines of what constitutes public versus private education. For example New York State has a program called the MST grant that provides religious and independent schools with reimbursement for teacher expenditures related to Mathematics, Science and Technology. This program was instituted in 2017 and today has a budgetary allocation of 73 million. It is understandable why these institutions have their preferences, it’s a very good deal. The confusing part if why it is allowed.

Religious/Parochial Schools: Separation of Church and State

While they provide valuable cultural and moral education for many families, their funding through public means remains controversial due to the same dynamic that exists with independent schools. Currently there are several initiatives being undertaken led by Republican lawmakers and superintendents that will be putting all theories and previously believed universal truths to the test. Texas’s States board have approved an option ‘bible infused’ curriculum for elementary schools .(Read story HERE) Governor Jeff Landry in Oklahoma signed into law,HOUSE BILL NO. 71, that classrooms in every public school and state-funded university display the text of the Ten Commandments and his superintendent Ryan Walters has even vowed to get Bibles into every AP Government classroom in the state.

A Unified Vision for Education

I want to imagine a world where “school” means one thing: a place where every child receives a high-quality education regardless of their background or beliefs. This vision is one that I hear repeated but the action needed to create that reality is lacking. It requires us to dismantle the barriers created by these designations and focus on what truly matters—educational outcomes and equity. Despite potential ‘equity fatigue’ in public discourse, we must remain committed to ensuring fair educational opportunities, especially for our youngest learners.

We have a myriad of lessons from countries that we, if we made the decision, could adopt. Greater private school regulation, reduced reliance on property taxes, expanded school choice, varied autonomy levels and standardized funding formulas, including increased public funding of private schools.

We must decide.

The time has come to redefine what it means to be a school in 2024. By moving beyond outdated labels and focusing on universal principles of quality and equity, we can create an educational system that truly serves every student. Let’s make “school” synonymous with opportunity for all, not just those who can afford it.

This notion serves as a powerful reminder that those who benefit from the current system have a critical role in fostering change. It calls on us—educators, policymakers, parents, and community members—to engage in difficult conversations about resource allocation and to advocate for systemic changes that prioritize the needs of marginalized students.

In this endeavor, we should also embrace approaches to education that break down traditional barriers. Sustained, systemic collaborative models between public and private institutions can provide new pathways for learning and resource sharing. Community engagement initiatives can empower families to become active and meaningful participants in their children’s education, ensuring their voices are heard in policy discussions.

In the wake, or reckoning that has come on the heels of this election, we are going to have to commit to creating an education landscape where every school embodies the values of inclusivity and opportunity.

Lastly, we must recognize that true educational equity will not be achieved without the participation of those in positions of privilege. It is often said that justice will start from the point where privileged people decide what they are willing to give up, let this, gilded schools, be a contender.